دانلود رایگان مقاله انگلیسی خلاقیت در ریاضی و پاداش: نگرش هایی در پاسخ - اشپرینگر 2017

Abstract

The investigations described in the ten fascinating research studies contained in the current volume of ZDM Mathematics Education evoke some perspectives in response. I consider the articles thematically in relation to a suggested set of important or pressing questions about creativity and giftedness in mathematics education, grouped into four areas: (1) definitions and meanings, (2) learning environments, (3) teacher preparation, (4) educational policies and societal trends. The first three of these areas are addressed most specifically; the latter is given less attention, with much remaining to be researched. In the context of the topics most addressed, possible emphases in studying mathematical creativity and giftedness include cognitive, affective, conative (motivational), social, and behavioral aspects. The studies here focus mostly on the cognitive, social, and behavioral dimensions. I highlight some specific findings, offer comments, and suggest the need for greater future emphasis on affective and motivational variables. My response concludes with consideration of the value of prioritizing mathematical creativity and giftedness (or high ability), noting some troubling policy directions and societal trends that should be taken into serious account and studied.

In conclusion

The articles in this volume of ZDM Mathematics Education are a treasure-trove of ideas for exploring students’ creativity in mathematics in school contexts, with considerable G. A. Goldin 1 3 theoretical discussion, rich descriptions of creative activity, and detailed qualitative analyses of the complex fabric of such activity. The dimensions highlighted most are cognitive and social (or sociocultural), with of course their behavioral manifestations. I have tried here to situate this work in a landscape of wider fundamental or pressing questions in the study of mathematical creativity and giftedness.

Future research, building on the investigations reported here, should address some these issues further, especially: (1) incorporating students’ and teachers’ affect and motivation into theoretical conceptualizations of high ability, giftedness, and creativity, and into empirical investigations; (2) studying the effects of educational policies on mathematically creative activity as it occurs in schools, and on the development of mathematical talent; and (3) investigating further the attitudes, trends, and societal forces that can foster or impede visionary efforts to advance mathematical creativity and develop the capabilities of our most promising students.